| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-11 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | E. David Wong, Harvey Kantor, Robert Lowe, William M. Stallings, Robert L. Hampel, Vasily V. Davydov |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-28 |
| Abstraksi Narasi | : | An increasing number of university faculty appreciate that the role of classroom teacher offers a valuable research perspective (Richardson, 1994). However, striving to be both a researcher and a teacher presents unique and serious challenges. I refer to the Aristotelian distinction between the theoretical and practical " sciences" to characterize the nature of the conflicts I experienced as a researcher/teacher. I go on to describe how it became necessary to renegotiate traditional classroom values and expectations so that the activity of research might become a more productive part of the instructional experience. I suggest that similar kinds of tensions may be inherent to any responsible, inquiry-oriented teaching and that these challenges create opportunities to contemplate important issues about the nature of research, teaching, and curriculum. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-13 |
| Abstraksi Narasi | : | There is a public curriculum inherent in the orderly images, and in the order in which these images are presented and seen, in art museums. This voluntary public-access " curriculum," selected differently by each visitor, offers both interesting challenges and useful metaphors for educators working in more structured settings. School educators, like art museum educators, help to develop students` abilities to see and hear the stories visible and accesible in the world around them; at our best, we develop skills for a lifetime of learning, learning thet is sometimes most effective when it is unexpected and informal. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 15-25 |
| Abstraksi Narasi | : | I contend that knowledge reflects both reality observed as well as the subjectivity of the knower. The attempt to clearly distinguish the objective and subjective elements of knowledge, a key feature of mainstream Anglo-American epistemology, is inconsistent with the ways that human beings know. I use a historical case study of the construction and reconstruction of race between the late 19th century and the 1940s to document the ways in which the social, cultural, political, and historical contexts in which knowers are embedded influence the knowledge they construct and reconstruct. The final part of this article discusses the implications of the historical construction of race for transformative classroom teaching. |
| Nama Pengarang | : | Cizek, Gregory J. , Banks, James A., Elizabeth Vallance |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-28 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 21-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-31 |
| Abstraksi Narasi | : | The article that follows was written by a group of graduate students. They tell us about their experiences reading research, then meeting the investigators and discussing their work with them at AERA. Their story teaches us much about the relationship between our work and the work of the teachers that populate our graduate programs. The tension between practitioners and researchers is often a topic of discussion at our professional meetings. Many of us have complained about the supposed lack of interest practitioners have for the research task and its product. The enthusiasm of the signatories to this article suggests that we must take some responsibility for that communication gap. The resistance we complain about has more to do with the ways in which we invite our students to join us in the appreciation of research than with their interest in it. As researchers in education, we must join hands with those who, unlike us, are in daily touch with the realities of the classroom. We need to learn from them and share our ideas with them. It is only by working together as educators with a common goal that we can improve the educational experience for children. The authors of this article describe one professor`s way of accomplishing this objective. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-12 |
| Abstraksi Narasi | : | Every text aims to seduce its reader. If the text at the same time lays claim to having scientific value, we readers must ask whether seduction stands in the way of truth. As a concept, seduction lies halway between an assault and conversation. As opposed to assault, seduction conveys a dimension of voluntarity being swept off one`s feet. As opposed to conversation, seduction implies that one loses one`s senses for a moment. Who, then, is really subject and who is object in seduction? The thesis I will argue here is that the readership`s or audience`s only change of taking on the role of subjects, in a textual seduction, is to lose their senses first. Rather than being an assault against scientific ethics, secuction is a necessary premise for a sensible conversation to take place. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 32 |
| Abstraksi Narasi | : | The thirty-three interviews in this collection were conducted in the preparation of my report, entitled Everybody`s Been to Fourth Grade: An Oral History of Federal R&D in Education, a report commissioned by the National Research Council`s Committee on the Federal role in Education Research. My report was issued and distributed as Research Report 92-1 of the Wisconsin Center for Education Research, University of Wisconsin-Madison, in April, 1992. The report of the sponsoring committee, edited by Richard C. Atkinson and Gregg B. Jackson and issued by the national Academy of Sciences in 1992, was entitled Research and Education Reform: Roles for the Office of Educational Research and Improvement. A copy of each of these reports has been archived along with the tapes and transcripts from the oral history project. |
| Nama Pengarang | : | A. D. Pellegrini, Horvat, Michael, Carl F. Kaestle, Harriet Bjerrum Nielsen, Gale Parker et al, Andrew Porter |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 13-19 |
| Abstraksi Narasi | : | In this article we critique the current concept of attention deficit hyperactivity disorder (ADHD) as it applies to primary school boys and girls. Generally, ADHD symptoms in young children are treated as if they reside solely within the child. The biological determinism of this conceptualization is both oversimplified and inaccurate. A developmental contextualist approach suggests that biological and classroom variables interact to elicit ADHD-related behaviors. In this article we define ADHD, present a model of developmental contextualism, and show ways in which the theory can overcome limitations in current conceptualizations of ADHD and guide future pedagogy and research. |
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